Embedded Files
Managing to Deliver Instruction
Managing to Deliver Instruction
*A Note About This Module (3 Weeks long)
*A Note About This Module (3 Weeks long)
Just a reminder, this module is covering 3 weeks of work. We encourage you to be thoughtful and manage your time well so you are completing this work at the general pace, as has been customary for each week of this course.
Table of Contents
Table of Contents
Assignment Reminders
Assignment Reminders
Reading - Wong, p. 220-296 (Unit D Third Characteristic—Lesson Mastery)
Forums - 3 individual parts
10a - Teacher Pre-Interview (1st Week)
10b - Teacher Curriculum Materials Interview (2nd Week)
10c - Teacher Post-Lesson Interview (3rd Week)
Assignments - 3 individual parts
Lesson Analysis 10a Marzano's and Gardener's (1st Week)
Lesson Analysis 10b Danielson's Questioning and Discussion (2nd Week)
Lesson Analysis 10c Danielson's "Student Engagement (3rd Week)
Objectives
Objectives
Identify essential components of instruction according to Danielson
Analyze a lesson for clarity, objectives, relevance, questioning, organization, and engagement.
Break down instructional management into a series of elements.
Academic and Professional Vocabulary
Academic and Professional Vocabulary
What is Danielson's framework?
What is Danielson's framework?
Danielson's framework is a common professional teaching framework for observing teacher's classroom practice. It is well-known by educational professionals, educational researchers, classroom teachers, and school administrators in the State of Hawaiʻi. In this class, we highlight components of this framework in accordance with values put forth by the Hawaii Department of Education (HIDOE). The 5 components used in the DOE for your instructional observation and evaluations are:
2b Developing Classroom Culture - Teachers should ensure that students value learning and are aware of the expectations, including learning targets, outcomes, and evaluative measures. Additionally, teachers should work to support students in developing into quality learners, including: effort, commitment, initiative, evaluation, accuracy, and, accountability.
2d Behavior Management - Teachers are responsible for setting norms and behavioral expectations. Additionally, teachers prevent, monitor, and respond to student behaviors appropriately and effectively.
3b Questioning and Discussion - Teachers should use a variety of questioning techniques to encourage critical and well-reasoned thinking. Rigorous and challenging questions deepen students' comprehension of a topic and support their achievement of learning goals. Quality questions are the foundation of meaningful student participation and dialogue.
3c Student Engagement - Teachers are responsible for creating a learning environment where students are actively seeking knowledge, skills, and experiences. This can be encouraged by designing effective and challenging instruction, managing scaffolding, chunking, and timing of instructional activities, providing meaningful and diverse instructional materials, and creating diverse opportunities for interpersonal and intrapersonal engagement.
3d Assessing Student Learning - Teachers need to know whether or not students are learning in order to develop insight into whether or not instruction is effective or needs to be adjusted. Having clear learning targets, assessment criteria, and instruction designed to reach those targets is essential in this process. Additionally, teachers should monitor student progress in learning tasks and providing meaningful and timely feedback
The entire professional framework includes...
Domain 1: Planning and Preparation
1a Demonstrating Content and Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
Domain 2: Classroom Environment
2a Creating Respect and Rapport
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Organizing Physical Space
Domain 3: Instruction
3a Communicating With Students
3b Using Questioning and Discussion
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Responsiveness
Domain 4: Professional Responsibilities
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in a Community
4e Growing and Developing Professionally
4f Showing Professionalism
Scaffolding Objectives
Scaffolding Objectives ensure that your objectives or learning is broken up into smaller chunks and organized sequentially (this objective leads to this next objective), and in most cases from easiest to hardest to ensure students are prepared for the more challenging objectives. When scaffolding reading, for example, you might share a visual preview of a text, then identify and discuss new & key vocabulary, then focus on describing scenes and characters, analyzing actions and events, and drawing connections to real-life events.
Effective Questions
Effective questions are meaningful and understandable to students. Effective questions challenge students, but are not too difficult. You can use closed-ended questions (yes/no response, or multiple choice) to quickly check comprehension. But, the real money is in the Open-ended questions that probe and elicit expanded thinking and processing of information. These can be supported by peer shares, mini circles, and discussing the questions in groups prior to coming to a synthesized understanding from a variety of perspectives.
Learning Styles
Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are your styles fixed. You can develop ability in less dominant styles, as well as further develop styles that you already use well.
Engagement Strategies
Teacher can do things to get their students more interested and excited about learning. You could connect the lesson to something students already know about, like a pop-song, a place they go to, a feeling they might have had. You can provide students with games, choices, badges, communication, progress charts, feedback, emotional connections, and movement.
Participation Techniques
These actions done by the teacher can maximize the amount of learning that can take place by getting every student involved, instead of just calling on a select few students. Some example include, think-pair-share, whiteboard response, Spot check-ins, guided and collective note taking, Jigsaw reading, line-ups, categorizing and sorting activities, conversation starter cards, quick writes, quick draws, etc.
Formative AssessmentThe goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by educators to improve their teaching and by students to improve their learning. It can help students identify their strengths and weaknesses and target areas that need work and help teachers recognize where students are struggling and address problems immediately.
Essential Question
Essential Question
How do teachers practically use Marzano's and Gardener's?
How can we use questioning to better engage and support students?
What is Danielson's framework?
How do we incorporate engagement in activities, tasks, and assignments for students?
Introduction To Video Analysis
Introduction To Video Analysis
We are going to examine classroom instruction from a couple of different perspectives:
Forums - Listening to a teacher talk about their classroom
We want to listen to a teacher talk about their lesson in a Pre-Interview (1st Week)
We want to listen to a teacher talk about their curriculum or lesson materials (2nd Week)
We want to listen to a teacher talk about their reaction to their lesson in a post-interview (3rd Week)
Assignments - Observing and Analyzing a Teacher's instruction and instructional management
Observe and analyze teacher's practice with the lens of Marzano's Taxonomy and Gardener's Multiple Intelligences (1st Week)
Observe and analyze teacher's practice with the lens of Danielson's Questioning and Discussion (2nd Week)
Observe and analyze teacher's practice with the lens of Danielson's "Student Engagement (3rd Week)
Provocation
Provocation
After setting up a classroom's social environment, physical design, routines, behavioral expectations, and communication devices, we can get to the real work of teachers: teaching (or instructional actions) to support learning. One of the best ways you can keep students engaged and continue to build good relationships is by providing activities and lessons that are interesting and show students they are growing and learning in your class. There are some other things that we can CHOOSE to do that actually influence student learning. I know, it sounds like a no-brainer, but we, as teachers, often forget to or find it difficult to find the time, to make little shifts (daily, weekly, monthly, or annually) to our classroom instruction.
So, what makes a good lesson?
How do we know the lessons we're planning will pique student interest and ensure that we are challenging them at the highest level, while providing them the skills along the way to meet that challenge?
This module is designed to prepare teachers to diversify planning and curriculum, develop questioning that drives students learning as well as use as many strategies as one can to engage students.
Module 10A
Module 10A
How Do Marzano's and Gardener's Taxonomies Work in Classrooms?
How Do Marzano's and Gardener's Taxonomies Work in Classrooms?
One way to think about lesson planning and lesson observation is linked to Module 9. We want to decide what level of thinking and action you want your students to participate in during any given activity. Of course, lots of educators throw around the term "critical thinkers," but what does that actually look like? How can we create activities that lead to the level of critical thinking we know our students will need? What are the things students need TO DO in order to be at that level?
We can use our understanding of Marzano's taxonomy and Gardener's Multiple Intelligences to begin building activities that we know will best support our students. Remember, higher-level thinking and student engagement are built on a foundation of lower-level student actions and using diverse modes of learning. Yes, we eventually want our students to apply knowledge of routines, but we need them to be able to identify those routines first!
Learning targets are what students will be able to do, which is why many objectives start with "SWBAT," or "Students Will Be Able To...". The year plan or syllabus is an active document, it provides an overview of the course, it can be adjusted at any time during the year. It should include some standards or learning objectives. These objectives are usually in the form of Unit, Lesson, or Project objectives and often live in assessments that help us to measure whether students have learned. When students do things, we can see whether or not they have learned. Students' success and the effectiveness of a teacher are based on students' abilities to complete assessment tasks.
An effective way to create learning targets is to use Marzano's Taxonomy of Thinking Skills & action verbs. The following are important concepts we want to consider when planning using a learning taxonomy:
Higher-Order Thinking and Planning
4 - Highest Level - Using Knowledge (APPLYING THE KNOWLEDGE & DEEPENING UNDERSTANDING)
Decision Making
Problem Solving
Experimenting
Evaluation
3 - Next Level - Analyzing Knowledge (APPLYING THE KNOWLEDGE & DEEPENING UNDERSTANDING)
Comparing
Classifying
Analyzing Errors
Inductive Reasoning
Deductive Reasoning
2 - Next Level - Comprehending Knowledge (BUILDING THE BACKGROUND)
Symbolizing
Integrating
Synthesizing knowledge
Combining lists
Developing Themes
1 - Low Level - Retrieving Knowledge (BUILDING THE BACKGROUND)
Recalling
Recognizing
Executing
Generating lists
In this case, it's good to think about what actions your students will take that will help you measure how well they've internalized a lesson. What will that look like? What specific things will you see your students doing that show success?
What Do You Want Students to do? (SWBAT or Students Will Be Able To)... or (student-first language of "At the end of this lesson, I can...")
(Lower Cognitive Challenge) arrange, check, cite, choose, define, describe, duplicate, find, group, hold, identify, label, list, locate, match, memorize, name, omit, order, pick, quote, read, recall, recite, recognize, relate, repeat, reproduce, reset, review, say, select, show, sort, spell, state, tell, touch, underline, write
You're expecting learners to - Remember an idea phenomenon or a fact in somewhat the same form in which they learned it.
(Middle Cognitive Challenge) arrange, calculate, classify, comprehend, construct, convert, define, describe, discuss, estimate, explain, express, identify, illustrate, indicate, infer, interpret, locate, paraphrase, predict, recognize, report, restate, summarize
You're expecting learners to - Communicate an idea or thing in a new or different form &/or see the relationship among things &/or qualify ideas in relation to one's own experiences and/or project the effects of things.
(Middle Cognitive Challenge) analyze, appraise, arrange, calculate, categorize, compare, contrast, correlate, criticize, deduce, diagram, differentiate, discriminate, dissect, distinguish, examine, experiment, investigate, point out, prioritize, question, research, sequence, survey, test
You're expecting learners to - Break things down into their component parts & uncover the unique characteristics of a "thing."
(Higher Cognitive Challenge) adapt, arrange, assemble, build, collaborate, collect, combine, compile, compose, construct, create, derive, design, develop, express, formulate, generalize, generate, hypothesize, incorporate, integrate, invent, make, manage, modify, organize, perform, plan, prepare, produce, program, propose, report, revise, set up, write
You're expecting learners to - Think creatively (divergently) & take things and pattern them in a new way
(Higher Cognitive Challenge) appraise, argue, assess, attach, award, choose, classify, compare, conclude, criticize, critique, decide, defend, determine, estimate, evaluate, infer, judge, justify, predict, prioritize, rank, rate, recommend, select, support, validate, value
You're expecting learners to - Make judgments about "things" based on either external or internal conditions or criteria & Make or create new or original "things."
Remember - Being lower on the taxonomy is not a bad thing. We all need to roll over, crawl, toddle, and walk before we can run! What's important is understanding how lower-level activities (e.g. arranging events in chronological order) can eventually help students reach higher-level cognitive activities (e.g. determine cause and effect). This will help you plan lessons that properly support student growth.
More info about SWBAT
Gardener's Multiple Intelligences
Gardener's Multiple Intelligences
Let's review the information we received from Module 9 about different learning modalities...
Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs. For example, a high school English teacher uses film to teach Common Core skills!
Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role-playing. Tools include equipment and real objects.
Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD, multimedia.
Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.
Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition, and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.
Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, recorders, and lecture.
Logical-Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.
Expert - Learning from someone who has many years of experience and knowledge about a topic.
Technology - Using technology to enhance learning opportunities.
Natural World - Learn from being outside or in the actual environment of the topic being studied.
A plan according to Marzano's & Gardener's...
A group of students turning their favorite scene of a book into a comic strip will require many levels of thinking and types of intelligence. They will need to recall the story, identify their favorite scene and characters, make decisions as a group what to include before planning and creating their comic. They'll be using visual-spatial, interpersonal, and linguistic-verbal reasoning as well. All these skills will build on each other to eventually lead to an engaging lesson that is not only enjoyable but gives students the chance to work at multiple levels of processing in a variety of ways.
Module 10b
Module 10b
How can we use questioning to better engage and support students?
How can we use questioning to better engage and support students?
Exemplary teachers know and are able to use discussion to drive instruction. These teachers understand the learning pyramid, with lecture-based instruction at the lowest comprehension level, while a student teaching others, developing and creating ideas, systems, and projects to be applied in the real world is at the highest comprehension level. Effective teachers build in time for students to discuss concepts with the teacher whole group, small group, and paired up in most of the lessons. This can take place as a whole lesson or can be interspersed throughout. These teachers use different levels of structures to get responses.
You could use a simple "Think-Pair-Share" structure to a more complex Socratic Circle or Kagan Cooperative structure.
There is a fine line between too much discussion and not enough content, as well as when discussion occurs within a lesson.
How does a teacher know how much is too much and when to add in the discussion?
Most teachers follow a textbook or teacher's guide format, have lessons that they have created and done over the years, while others guess when the discussion would be appropriate. Exemplary teachers understand the content so well that they know ahead of time what questions they are going to ask, as well as being able to ratchet up or down the level on Marzano's taxonomy depending on what the students are giving them from the previous discussion.
The exemplary teacher understands the "give and take" between the teacher and students. The teacher uses formative assessment checks throughout the lesson that helps predict a positive learner outcome. We want to be careful not to ask too many questions and have the students do too many discussions. A teacher may find that they can't introduce enough content and always finds themself behind in the lesson planning and pacing.
However, a great teacher often thinks…"the students are talking more than me, I am doing my job." The exemplary teacher understands there is a fine balance between too much discussion time and not enough….another example of the art and science of teaching.
Fine-tuning this balance of discussion, as well as being able to read the students in your class, make this difficult for new teachers to master. Years of experience definitely play a role in the development of discussion. Exemplary teachers can "read a class" that is overly chatty and make a decision to increase discussion as a powerful classroom management tool. The best classroom management tool is good instruction!
*adapted from https://www.teacher.org/daily/using-questioning-discussion-techniques/
Quality questions for students - What questions will you ask students to challenge their thinking and to let you know that they are ready or have completed the learning of the objectives? (Write down some questions that you will use to do temperature checks and formative assessment with questions)
Check out some simple questions here.
High-quality questions cause students to think and reflect, deepen their understanding, and test their ideas against those of their classmates. When teachers ask questions of high quality, they ask only a few of them and provide students with sufficient time to think about their responses, to reflect on the comments of their classmates, and to deepen their understanding. Occasionally, for the purposes of review, teachers ask students a series of (usually low-level) questions in a type of verbal quiz. This technique may be helpful for the purpose of establishing the facts of a historical event, for example, but should not be confused with the use of questioning to deepen students’ understanding.
The teacher poses questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when doing so is appropriate. The teacher challenges students to justify their thinking and successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.
Indicators include:
Questions of high cognitive challenge, formulated by both students and teacher
Questions with multiple correct answers or multiple approaches, even when there is a single correct response
Effective use of student responses and ideas
Discussion, with the teacher stepping out of the central, mediating role
Focus on the reasoning exhibited by students in discussion, both in a give-and-take with the teacher and with their classmates
High levels of student participation in discussion
Asking better questions affords students an opportunity for deeper thinking and provides teachers with significant insight into the degree and depth of student understanding. Questions of this nature engage students in classroom dialogue that expands student learning. Questions should go beyond the typical factual questions requiring the recall of facts or numbers. Paul Black, a noted authority on formative assessment, suggests that "more effort has to be spent in framing questions that are worth asking: that is, questions which explore issues that are critical to the development of students' understanding." (Black et al., 2003).
The following are questions stems tied to Marzano's levels:
KNOWLEDGE - These types of questions are focused on the retrieval of information
What happened after...?
When and where does the story take place?
Who was in that...?
Can you name the...?
Describe what happened at...?
Can you tell why...?
How does the story end?
What is the problem in the story?
Which is true or false...? when...?
How is ... similar to ...?
What are some of the problems of...?
Can you distinguish between...?
What were some of the motives behind...?
What was the turning point in the book?
What was the problem with?
COMPREHENSION - These types of questions are focused on student's deeper understanding of information.
Can you write in your own words...?
Can you write a brief outline...?
How did the main character feel at the beginning of the story? How at the end?
What do you think could have happened next...?
Who do you think...?
What was the main idea...?
Who was the key character...?
Can you distinguish between...?
What differences exist between...?
Can you provide an example of what you mean...?
How was the problem in the story solved?
Explain why the story has the title it does.
APPLICATION - These questions rely on imagination.
If you had to cook a meal for the main character, what would you cook?
Do you know another instance where...?
What would you do if you could go where the story takes place?
Can you group by characteristics such as...?
What factors would you change if...?
What would your mother do if she was in the story?
What questions would you ask of...?
From the information given, can you develop a set of instructions about...?
ANALYSIS - The questions require the learner to make connections across ideas and information.
Which events could have really happened...?
What do you do that is just like the character in the story?
How was this similar to...?
What do you see as other possible outcomes?
Why did changes occur?
Compare your ... with that presented in...
What part of the story was funniest? Saddest? Most exciting?
How is ... similar to ...?
Can you distinguish between...?
What made the characters do what they did?
SYNTHESIS - These questions ask students to build on the content.
How else could the story have ended?
Retell the story from another character’s point of view.
Can you see a possible solution to...?
If you had access to all resources how would you deal with...?
What is another way the character could have dealt with the problem?
Think of 2-3 new titles that give a good idea of what the story was about.
Can you create new and unusual uses for...?
Can you write a new recipe for a tasty dish?
Can you develop a proposal that would…
EVALUATION - The questions ask students to think about their actions and learning (somewhat metacognitive)
Compare two of the characters on their inner qualities or attributes.
Is there a better solution to...
Judge the value of...
Can you defend your position about...?
Do you think ... is a good or a bad thing?
How would you have handled...?
What changes to ... would you recommend?
Do you believe the main character good or bad? Explain your answer.
How would you feel if...?
Would you recommend this book to a friend? Why or why not?
Going Meta! (Metacognition that is.)
Going Meta! (Metacognition that is.)
5 Metacognitive Questions For Students Learning New Material
Confronting new material is an almost daily occurrence in classrooms, but figuring out how new learning connects to what we already know or what’s already been learned isn’t always clear to students. For many kids, when new lessons are taught in class, it can feel like just another abstract idea or concept to add to the whole mix of school, another thing to "think about" or memorize for a test, or explain in a writing assignment.
Grasping the larger framework of how ideas and knowledge build upon each other, how they form an intentional continuum that stretches through units and grade levels and connects to existing background knowledge, is the key to building deeper, stronger, and more durable learning. It’s also a critical part of students taking ownership of their own learning and making the meaningful connections to the things that are unique, important, or contextually based in the life of the student. This is how we bring content to life in the student.
1. What stands out to me? What makes me wonder? - When students encounter new information we ask them "What do you notice? What do you wonder?" Students can begin class by simply spending a few minutes looking over new material and noting what stands out to them. It helps them slow down and really focus on what’s in front of them. They can write about what they noticed and then turn and talk to a neighbor (pair share) to enhance and draw attention to things that they maybe have missed.
By giving students time to think for themselves and ask questions about the new material, Young is intentionally empowering them to engage critically with it. She wraps up the exercise by asking students what they wonder, creating a window for Young to see where students might need further instruction and getting them to reflect on their own knowledge gaps.
2. Which parts or terms are new to me, and which parts do I recognize? - What students think they know and what they actually know don’t always overlap; research shows they frequently overestimate how well they understand content and how prepared they are for tests or exams. But active reflection as they encounter new material can help—they should be looking for gaps in their knowledge, poking at their assumptions about a subject, and contemplating how their thinking syncs with new or old information.
3. How does this connect with what I already know? - The beginning of a unit is an excellent opportunity for students to think more deeply about how what they're learning may be connected to previous knowledge, strengthening both the new knowledge and providing a review of older material. This is a meaning and sense-making process and students should regularly be pausing to contemplate and ask themselves questions about how what they’re learning fits into their existing knowledge framework. So, if you don't have a framework, this is an opportunity to build one with students.
4. What follow-up questions do I have? - Many students are hesitant to ask questions or don’t connect their feelings of confusion to a need for more information. We can get students to identify what they are confused about and then embrace, work on, and wrestle with that confusion as they participate in the learning activities. Have students work with "What was most confusing to me about the material being explored in class today?"
5. Why is this idea important? - When teachers routinely encourage students to think about why a new concept or skill is important to learn, or how it links to the real world, it helps students find their own connections to the material and "add their own spin" in ways that clarify for them why they’re engaging with the work. Taking the time to look for and add intrinsic motivation ensures that student engagement is built into the learning process. Focusing on intrinsic motivators will give students desire, discipline, and dedication to learn.
Module 10c
Module 10c
How do we incorporate engagement in activities, tasks, and assignments for students?
How do we incorporate engagement in activities, tasks, and assignments for students?
Arguably the most important aspect of teaching is keeping students engaged. This goes hand in hand with classroom management. If you have effective engagement strategies, you do not have classroom management or discipline problems.
It is true, effective instruction can cure behavioral challenges. Through relationship building and a toolbox full of engagement strategies, a teacher can successfully manage a class, and learning will happen!
The effective teacher chooses strong activities, tasks, and assignments that spark students' interests, and not necessarily straight from the textbook. They group their students for specific needs. They also change up what instruction looks like through different learning structures, as well as pacing.
The ability to challenge student's thinking, while creating an atmosphere of agency, as well as keeping students connected is an art form. Robert Marzano wrote a book about it.
You must ask yourself, "Who is working harder in the classroom, the teacher or the student?" Exemplary teachers build a toolbox that can be used in all instructional areas and they believe that engagement is found in the mind, voice, and body. Students in these classrooms are "working harder" than the teachers, in that they are engaging their minds in multiple ways through many different kinds of tasks.
Every lesson should include components that can naturally engage students in the activity, task, or assignment.
Exemplary teachers...
know when to add in more conversation, hands on materials, visuals, technology, and more.
keep up on best practices, what students are interested in, and they are not afraid to take risks.
read their students' body language.
change their lesson structure by adding in more learning structures to get them talking about the content.
use the student's energy and talkative nature can lead to deeper discussions and engagement that is more appropriate.
realize that when the students do not understand a concept, they may have to adjust the lesson. For example, for students that are not grasping the abstract idea of an algebra equation, they may have to pull out a visual or manipulative. The use of a scale to model the equation can make the concept more concrete for students. This is also true for extending a concept to a more complex level. When using an algebra equation to solve a volume problem, a teacher can use a real-world scenario involving a ratio of the correct amount of cocoa for the perfect cup of hot chocolate.
introduce a concept at the concrete level, then advance to the pictorial or representational level, and lastly to the abstract level.
When reviewing the most common lesson formats engagement should be noticeable all throughout a strong lesson. Students should be engaged with materials, each other, and the teacher. Many teachers use a plethora of manipulatives to make lessons "hands-on." There are lessons where a teacher may not have manipulatives, but as long as the materials and learning structures create a "minds-on" mentality, engagement is evident.
What has been called the "hook" or the "introduction," is the very first portion of a lesson that gets students interested in the learning that is forthcoming. Developing teachers start the lesson without thinking about the importance of the first couple of minutes. Proficient teachers start by stating the lesson objective and rationale; they answer the question of why the students are going to learn the concept. Exemplary teachers spend time finding an exciting hook that gets students interest peaked and can continue this engagement level throughout the lesson.
Here is a shortlist of ways a teacher may start a lesson (many ideas can be used across the subject areas if done effectively):
A real-life story or event
Work hands-on with materials
Joke
Quick Write
Video
Quote
Movie or book trailer
Music
Origin Story
Picture Book
Teachers must think meta-cognitively about the level of complexity of the question or task, the strengths of the students, and the concrete-to-abstract nature of the concept. They can use best practice instructional strategies and materials to engage students. Here is a short-list of common teacher engagement ideas that have an infinite number of variations:
Discussion
Writing
Movement
Visuals
Technology
Magic
Real-life stories or Events
Quotes or testimonials
Art
Passion Projects
Total Participation Techniques (see below)
In many traditional classrooms, a teacher would lecture for a while, and then ask a handful of questions to students. The students that raised their hands were predictable, and most likely, always had the correct answer. This made the teacher feel like they were really doing their job, as they knew at least a couple of students understood the lecture content and could answer the questions. How do we know that the other students were learning as well? That's where learning structures and active participation techniques play a key role in getting all students involved and engaged with the content.
There are many common, quick, and easy engagement strategies that you can use in your classroom. For example, it's very easy to use a "think, pair, and share." A teacher will pose a question to the students. Students then think meta-cognitively on their own first. Then the teacher pairs them up and they take turns sharing their answers with each other. In this fashion, all students are engaged covertly with their minds, then they share out with a partner overtly. In addition to learning structures, a teacher can add active participation techniques, or Total Participation Techniques, into their engagement toolbox. These techniques are different from learning structures in a couple ways: First, these techniques are used to keep students engaged for a longer period during a lesson; second, they may or may not be a part of an overall learning structure and they may stand alone if used effectively.
Here is by no means an exhaustive list, and remember, you just want to work a few into your teaching as you become more competent in engagement strategies.
Thumbs Up/Thumbs Down - agreement, disagreement, or for voting purposes
White Boards - used to show written response
Kahoot Quiz - used to quiz students or used as a poll for all to view classroom results; can be used in a game format
Pinch Cards - used for students to hold up the given response according to what is on the pinch card (ie. A, B, C, D, 1, 2, 3, or True, False, etc…)
Notetaking - students write down notes in some manner
Ranking or Ordering - students putting items in a rank order or some other fashion
Stand Up/Sit Down - getting students moving according to given questions
Padlet - Using a web 2.0 tool for all students to respond
Quick Draw - using a white board or paper, students draw the answer
Likert Scale Scoring - students use a numbered system to score questions, tasks, opinions, etc…
Assessment - Module 10A
Assessment - Module 10A
Forum 10a - Instructional Pre-Interview
Forum 10a - Instructional Pre-Interview
Please use the following link to record your reaction to the teacher talking about their instruction: flipgrid.com/cawderymod10a
On the links below, you will see a teacher video lesson page. You want to click on the "Pre-Observation Interview"
Lower El. - Video
Upper El. - Video
Middle and High - Video
Please share your thoughts from the "Pre-observation interview" in your video (In 1-2 Sentences for each of the following questions citing one piece of evidence/language from the teacher).
Question 1: What is the main reason that the teacher chose this lesson?
Question 2: What are the ACTIONS students do to learn?
Question 3: How will the teacher know students have learned?
Question 4: What are the most important behavioral considerations?
Question 5: What will students talk about?
Question 6: Why is this lesson engaging or relevant?
10a - Lesson Analysis for Marzano’s and Gardener’s
10a - Lesson Analysis for Marzano’s and Gardener’s
Framing questions
Why is engagement so important to classroom management?
What do Marzano’s and Gardener’s theories have to do with real teachers in the classroom?
What does a good lesson ask students to do?
How do good teachers ensure their students are engaged and thinking at a higher level?
How do you make a lesson “diverse” in learning styles?
Context - As a teacher, you will be responsible for planning instruction. At times we will be provided with a curriculum, text materials, and a pacing guide. These materials can be very helpful in accomplishing our tasks. But other times, you will be having to plan for supplemental instruction, special projects, and lessons of your own. This is especially the case if your curriculum needs to be supplemented with lessons that you find meaningful and engaging, and connected to students' lives.
That said, we don’t always have time to reinvent the wheel. One good way to build our toolkit is to look at what great teachers do so that we can understand the structures that go into a good lesson.
Instructions - Please complete all three tables for this lesson using the following instructions:
Please rename this document firstname_lastname_ Module 10a - Marzano's and Gardener's
Read the following two framework documents (make sure you read for comprehension and understand how and why they are organized):
Actions and levels of Marzano’s Concepts and terms for student’s learning.
Gardener’s multiple intelligences students are engaging in.
Then, watch the first 30 minutes of one of these 3 lessons
As you watch, note down the teacher’s and students’ actions so that you can later describe different parts in the video.
Now, connect these descriptions as they relate to Marzano's and Gardener's frameworks. For each of the 3 tables, you will need to:
Identify a 1-3 minute segment of the video by placing the time stamp (or the time the action occurs) in the box (hint: some timestamps or parts in the video are already identified for you)
Describe what is going on in the video by talking about what the teacher is doing and what the students are doing (one paragraph for each box).
Write out at least 2 actions that the students are engaging in according to Marzano’s action terms. Please make sure to BOLD the action verbs.
Then, share a brief rationale for what level of Marzano’s the students are engaging at.
Finally, share your thoughts on the Gardener’s multiple intelligences that students are using. (across the 3 tables, at least 2 tables must have different Gardener’s)
Instructions - Please complete all three tables for this lesson using the following instructions:
Please rename this document firstname_lastname_ Module 10a - Marzano's and Gardener's
Read the following two framework documents (make sure you read for comprehension and understand how and why they are organized):
Actions and levels of Marzano’s Concepts and terms for student’s learning.
Gardener’s multiple intelligences students are engaging in.
Then, watch the first 30 minutes of one of these 3 lessons
As you watch, note down the teacher’s and students’ actions so that you can later describe different parts in the video.
Now, connect these descriptions as they relate to Marzano's and Gardener's frameworks. For each of the 3 tables, you will need to:
Identify a 1-3 minute segment of the video by placing the time stamp (or the time the action occurs) in the box (hint: some timestamps or parts in the video are already identified for you)
Describe what is going on in the video by talking about what the teacher is doing and what the students are doing (one paragraph for each box).
Write out at least 2 actions that the students are engaging in according to Marzano’s action terms. Please make sure to BOLD the action verbs.
Then, share a brief rationale for what level of Marzano’s the students are engaging at.
Finally, share your thoughts on the Gardener’s multiple intelligences that students are using. (across the 3 tables, at least 2 tables must have different Gardener’s)
A sample can be found here.
Assessment - Module 10b
Assessment - Module 10b
Forum 10b - Teacher Curriculum Materials Interview
Forum 10b - Teacher Curriculum Materials Interview
Share Your Voice on a teacher talking about their curriculum materials in 1:30 seconds or less.
Click the Flipgrid link or enter the code from your educator at www.flipgrid.com.
Log in with your school email or ID flipgrid.com/cawderymod10b or Flip Code: c7568189
Tap the Green Plus Button to record your video.
On the links below, you will see a teacher video lesson page.
Please share your thoughts from the Curriculum "Materials interview" (about 2 clear sentences for each of the following questions should be adequate).
Question 1: What materials are they using for the lesson?
Question 2: What does the teacher like about the materials?
Question 3: Would the teacher make any changes?
Question 4: How did the teacher view the materials as relevant?
Question 5: Why DO YOU think the materials are relevant?
10b - Lesson Analysis Chart for Danielson’s Framework 3B - Questioning
10b - Lesson Analysis Chart for Danielson’s Framework 3B - Questioning
Please complete all three tables for this lesson using the following instructions:
Please rename this document firstname_lastname_Module 10b - Danielson’s 3B
Read the following two framework documents (make sure you read for comprehension and understand how and why they are organized):
Danielson’s 3B - Questioning and Discussion Techniques
Danielson’s 3C - Student Engagement
Then, watch the first 30 minutes of one of these 3 lessons (you choose)
As you watch, note the teacher’s and students’ actions so that you can later describe different parts in the video. For this analysis, you are looking for the teacher’s questioning and the students’ discussion.
Connect these descriptions as they relate to Danielson’s 3B. For each of the 3 tables, you will need to:
Identify a 1-3 minute segment of the video by placing the time stamp in the box (hint: some timestamps or parts in the video are already identified for you)
Describe what is going on in the video by talking about what the teacher is doing and what the students are doing (one paragraph for each box).
Then, share a brief rationale for why you think these actions represent Danielson’s 3B - Questioning and Discussion Techniques
A sample can be found here.
Assessment - Module 10c
Assessment - Module 10c
Forum 10c - Teacher Post-Lesson Interview
Forum 10c - Teacher Post-Lesson Interview
Share Your Voice on a teacher talking about their curriculum materials in 2:00 minutes or less.
Click the Flipgrid link or enter the code from your educator at www.flipgrid.com.
Log in with your school email (Hawaii.edu) or ID flipgrid.com/cawderymodule10c or https://flipgrid.com/28428501
Tap the Green Plus Button to record your video.
On the links below, you will see a teacher video lesson page.
Listen to the teacher's comments on the lesson you have been analyzing in the "Post Observation Interview" (approximately 2-3 sentences should be sufficient)
Question 1: Why did the teacher feel they were effective?
Question 2: What role did planning, organization, and management play?
Question 3: Did the teacher feel that students were engaged? How did they know?
Question 4: What are some improvements that the teacher felt could be made to the lesson?
Question 5: Overall, what was your impression of the lesson?
10c - Lesson Analysis Chart for Danielson’s Framework 3C - Engagement
10c - Lesson Analysis Chart for Danielson’s Framework 3C - Engagement
Please complete all three tables for this lesson using the following instructions:
Please rename this document firstname_lastname_ Module 10c - Engagement
Read the following document (make sure you read for comprehension and understand how and why they are organized):
Danielson’s 3C - Student Engagement
Then, watch the first 30 minutes of one of these 3 lessons (you choose)
Note down the teacher’s and students’ actions so that you can later describe different parts in the video. For this analysis, you are looking for the teacher’s strategies to engage students.
Connect these descriptions as they relate to each of the different frameworks.
For each of the 3 tables, you will need to:
Identify a 1-3 minute segment of the video by placing the time stamp in the box (hint: some timestamps are already identified for
Describe what is going on in the video by talking about what the teacher is doing and what the students are doing (one paragraph for each box).
Then, share a brief rationale for Danielson’s 3C - Engaging Students in Learning
A sample can be found here.
Summary & Enrichment
Summary & Enrichment
Actions and levels of Marzano’s Concepts and terms for student’s learning.
Gardener’s multiple intelligences students are engaging in.
Danielson’s 3B - Questioning and Discussion Techniques
Lower El. Classroom - Video
Upper El. Classroom - Video
Middle and High - Video
Next Steps...
Next Steps...
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