Active Engagement Strategies for Whole Group Instruction

Presenters: Kelly Austin Angel Robinson Robert Megias Joe Castaldi

What type of learner are you?

Polleverywhere.com angelrobinson@dadeschools.net Password: ETOLiteracy

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Tell me, I forget. Show me, I remember. Involve me, I understand.

-Ancient Chinese Proverb
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Active Learning poll

Active Engagement

What is Active Engagement?

Active engagement refers to the joint functioning of motivation, conceptual knowledge, cognitive strategies, and social interactions in literacy activities. (Guthrie & Anderson, 1999)
Active learning involves providing opportunities for students to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues and concerns of an academic subject.
(Meyers & Jones, 1993)

Active Engagement and Motivation

Factors affecting the development of intrinsic motivation in a school setting:
Level of challenge offered by tasks and materials
Quality and timing of feedback to students about heir work Supports and scaffolds available to learners Students interest in tasks and content Nature of the learning context

Intrinsically motivated students tend to persist longer, work harder, actively apply strategies, and retain key information more consistently.
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Guthrie, McGough, et al., 1996; Guthrie & Van Meter, et al., 1996

Active Engagement and Conceptual Knowledge

Engaged readers gain knowledge and experience as they read by continually activating and extending their understanding. They apply knowledge to answer a new question or to solve a problem.

Two methods of activating students knowledge building are: -Self-explanation -Concept mapping
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Baker, Dreher, & Guthrie, 2000

Active Engagement and Cognitive Strategies

Engaged readers use cognitive strategies for integrating information, and communicating and representing their understanding. Cognitive strategies are procedures that can help students succeed at higher-order tasks. Some strategies are: -Activating prior knowledge before, during, and after -Self-questioning -Monitoring comprehension -Summarizing
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Baker, Dreher, & Guthrie, 2000

reading

Active Engagement and Social Interaction

When children are highly social, sharing their reading and writing frequently, they are likely to be active, interested readers.

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Baker, Dreher, & Guthrie, 2000

Multiple Student-Teacher Interactions

The most direct way to increase learning rate is by increasing the number of positive, or successful, instructional interactions (PII) per school day. It is important that students who need extra instruction to gain skill mastery get that instruction in a timely manner. After initial instruction, teachers need to determine who will benefit from re - teaching or pre - teaching in small group and/or one on - one.
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Model of Instructional Contexts for Reading Engagement

Learning and Knowledge Goals

Social Interaction
Teacher Involvement

Motivation Active Engagement

Formative Assessment

Conceptual Knowledge
Direct Instruction 12
Adapted from Guthrie et al. 2000

Cognitive Strategies

Collaboration Support

Impact of Active Engagement

High levels of active engagement during lessons are associated with higher levels of achievement and student motivation.
Ryan and Deci, 2000

Research studies have repeated shown that reading in many classrooms is not designed to provide students with sufficient engaged reading opportunities to promote reading growth.
Simmons, Fuchs, Fuchs, Mathes & Hodge, 1995
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Processing Strategy: Look-Lean-Whisper

Look: Make eye contact with your partner so you know you have his/her attention. Lean: Move heads close together so you can be heard. Whisper: Speak in a soft tone so others can be heard.
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Archer & Gleason, 1994

Look-Lean-Whisper Activity

What is active engagement?

What are the outward signs of an engaged learner?
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Activity 1

Lets talk to the High Literacy Coaches

Google Hangout
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Teacher Effectiveness Studies

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Characteristics of Effective Classrooms

High levels of:

student cooperation Task involvement Success

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Characteristics of Effective Teachers

Awareness of purpose Task orientation High expectations for students Enthusiastic, clear, and direct Lessons consistently well prepared Students on task Strong classroom management skills Predictable routines
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Systematic curriculum-based assessment to monitor student progress

Tableman, 2004

10:2 Reflection Activity

Record on your 10:2 reflection sheet the key ideas you want to remember about the effectiveness studies.

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Classroom Management

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In order for active student engagement to occur, teachers need to develop effective classroom management routines.
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Active Engagement and Classroom Management Studies

Successful managers integrate their classroom rules and procedures into their instruction systematically so that they become part of the curriculum and classroom environment.

Management Styles Rules and Procedures Coping with Constraints

Room Arrangement Interruptions
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Classroom Management
Direct teaching of management routines: Pre-Planning of Routines

Teaching Routines

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Direct Teaching
Pre-planning of management routines: Room arrangement student seating placement of materials Whole and small group areas Establishing rules and procedures (ask 3 before me, etc.) Clear expectations Quick transitions (timer, music, chime, countdown) Reduce teacher talk (hand signal, cue)

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Direct Teaching
Teaching Routines Systematically Modeling Practice Review Reinforce

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Think-Pair-Share Activity

1. Take a moment and list the procedures you have used in your classroom. 2. Decide if they are Management or Instructional Routines. 3. Discuss with your neighbor how you taught these routines to your students.

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10:2 Reflection Activity

Record on your 10:2 reflection sheet the key ideas you want to remember about classroom management.

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Focus on Instructional Objectives

1. What should students know and be able to Do (objective)? 2. How does this lesson objective fit into the big picture of instruction this year?
(Introduction of skill, review of skill, introduction of skill at more complex level)

3. How will I, and they, know when they are successful?

4. What learning experiences will facilitate their success? 5. What resources will I Use?
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6. Based on data, how do I refine the learning experiences?

Active Engagement and Direct Instruction

Explicit and systematic teaching does not preclude the use of active engagement strategies.

In fact, one of the most prominent features of well delivered direct instruction is high levels of active engagement on the part of all students.
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Scaffolding Learning

Gradual Release of Responsibility Model

This graphic is based on work by Pearson and Gallagher (1983). In a later study, Fielding and Pearson (1994) identified four components of instruction that follow the path of the gradual release of responsibility model: 1. Teacher Modeling 2. Guided Practice 3. Independent Practice 4. Application.

1.

2. 3.

4.

Teacher Responsibility
Student Responsibility
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C. Eisenhart

Tips for Effective Scaffolding

Anticipate student errors Conduct teacher guided practice Provide feedback

Recognize when it is appropriate to fade scaffolds

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Processing Strategy: TellHelp-Check

Tell: Partner 1 turns to partner 2 and recall information without using notes. Help: Partner 2 listens carefully and asks questions and gives hints about missing or incorrect information.

Check: Both partners consult notes to confirm accuracy.

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A. Archer

Conceptual Framework for Corrective Feedback

Explicit Instruction -Skill taught in a direct manner -I do, we do, you do procedure -Corrective feedback I do, we do, you do Procedure -Teacher models skill -Teacher responds with student -Student responds on own

Student Demonstrates Understanding

Student Does Not Demonstrate Understanding

Application -Firm up understanding by repeating the series of items preceding item and then item to provide repeated practice -Delayed check: teacher checks group/student understanding on item at later time in lesson

Corrective Feedback -Directed toward group of students -Repeat I do, we do, you do procedure -Firm up understanding by repeating the series of items preceding error and then error item to provide repeated practice -Delayed check: teacher checks group/student understanding on error item at later time in lesson

Student Error on Delayed Check -Teacher corrects error again -Firm up understanding by repeating the series of items preceding error and then error item to provide repeated practice -Teacher keeps track of student errors for reteaching and practice the next day -Several delayed checks may be given during a lesson for repeated practice

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Some Interesting Facts

Students are not attentive to what is being said in a lecture 40% of the time. Students retain 70% of the information in the first ten minutes of a lecture but only 20% in the last ten minutes.
Jones, 35 1993 Meyer &

Work Smarter, Not Harder

Do not commit assumicide!

A. Archer

(A. Archer)
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Handout

Exist Slip
1.Create a reflection on Active learning Strategies? ( Paper Slide) 2. Submit it to the ETO Drop box

Instructions
Download the app Dropbox Email: angelrobinson@dadeschools.net Password: ETOLiteracy612 *Active Learning poll: Responds*

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