Active Engagement Strategies for Whole Group Instruction

1
Active Engagement Strategies for Whole Group
Instruction

• Sarah Sayko, M. Ed.
• National Center for Reading First Technical
  Assistance
• RMC Research Corp.
• Sheryl Turner, M.A.
• Eastern Regional Reading First Technical
  Assistance Center

2

• Tell me,
• I forget.
• Show me,
• I remember.
• Involve me,
• I understand.
• -Ancient Chinese Proverb

3
Active Engagement
4
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)

5
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.
6
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

7
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 reading
• -Self-questioning
• -Monitoring comprehension
• -Summarizing

8
Active Engagement and Social Interaction

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

9
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.

10
Model of Instructional Contexts for Reading
Engagement
Learning and Knowledge Goals
Social Interaction
Motivation
Formative Assessment
Teacher Involvement
Active Engagement
Cognitive Strategies
Conceptual Knowledge
Collaboration Support
Direct Instruction
11
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
12
Study Results on Active Engagement

• In a study examining the achievement of 792
  students in 88 classrooms (grades 1-5) in nine
  high-poverty schools the researchers found
• A significant, positive correlation between
  active learning environments and growth in
  reading comprehension, whereas the correlation
  was negative in passive learning environments.
• (Taylor, Pearson, Peterson, Rodriguez, 2003)

• In a study examining the link between teacher
  support and student engagement and achievement in
  the elementary grades, researchers found
• Students with supportive teachers were 89 more
  likely to be engaged in school than those with
  average levels of support, and 44 are more
  likely to have high levels of achievement and
  commitment than the average student.
• (Klem Connell, 2004)

13
Processing StrategyLook-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.

14
Look-Lean-Whisper Activity

• What is active engagement?
• What are the outward signs of an engaged learner?

15
Avoid Recitation
Who can tell me?
16
Processing Strategy 102 Theory

• To reduce information loss, pause for two
  minutes at about ten minute intervals.
• For every ten minutes or so of meaningful chunks
  of new information, students should be provided
  with two or so minutes to process the
  information.
• Students can respond and discuss their current
  understanding in various ways.

17
102 Reflection Activity

• Record on your 102 reflection sheet the key
  ideas you want to remember about active
  engagement.

18
Teacher Effectiveness Studies
19
Characteristics of Effective Classrooms

• High levels of
• student cooperation
• Task involvement
• Success

20
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
• Systematic curriculum-based assessment to monitor
  student progress

21
102 Reflection Activity

• Record on your 102 reflection sheet the key
  ideas you want to remember about the
  effectiveness studies.

22
Classroom Management
23

• In order for active student engagement to occur,
  teachers need to develop effective classroom
  management routines.

24
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

25
Classroom Management

• Direct teaching of management routines
• Pre-Planning of Routines
• Teaching Routines

26
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)

27
Direct Teaching

• Teaching Routines Systematically
• Modeling
• Practice
• Review
• Reinforce

28
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.

29
102 Reflection Activity

• Record on your 102 reflection sheet the key
  ideas you want to remember about classroom
  management.

30
Instructional Planning
31

• In order for active student engagement to occur,
  teachers need to plan instruction effectively.

32
Deep Knowledge of Curriculum

• Five components of reading
• Instructional content
• Instructional design
• Strategies
• Routines
• Sequence of Instruction
• Assessments

33
Knowledge of Student Assessment Results

• Assessments provide information for
• Initial placement or student screening
• Progress monitoring throughout the year for whole
  group and small group instruction
• Determining individual student needs
• Formal assessment

34
Consistent Instructional Routines

• Reliable and steady.
• A customary or regular course of procedure.
• Consistent routines allow students to become
  comfortable with the way instruction is taught so
  that they can concentrate on what is being
  taught.

35
Focus on Instructional Objectives

• What should students
• know and be able to
• Do (objective)?

3. How will I, and they, know when they are
successful?
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)
4. What learning experiences will facilitate
their success?
6. Based on data, how do I refine the
learning experiences?
5. What resources will I Use?
36
Task Analysis
Given a task to be accomplished, how do we get
there? What kinds of lessons and practices are
needed if key performances are to be mastered?

• Is the task valid and worthwhile?
• What are the skills, knowledge, and understanding
  that students need to have in order to be
  successful at moving toward mastery of the
  standard and completion of the task?
• Which students have mastered which parts of which
  skills?
• Design differentiated instruction which address
  the various levels of student understanding.

37
Anticipating Instructional Difficulties for
Struggling Readers

• Prevention vs. Intervention
• Who may have difficulty with this objective?
• How will I monitor learning?
• What steps will I take to insure all students
  learn this objective?

38
Examples of Anticipating Instructional
Difficulties

• A teacher anticipated the inappropriate questions
  that students might generate. The students read
  a paragraph followed by three questions on might
  ask about the paragraph. The students were asked
  to look at each example and decide whether or not
  that question was about the most important
  information in the paragraph. The students
  discussed whether each question was too narrow,
  too broad, or appropriate.
• (Palincsar, 1987)
• Students were taught specific rules to
  discriminate a question from a non-question, and
  a good question for a poor one. The teacher
  provided the following statements
• -A good question starts with a question word.
• -A good question can be answered by the story.
• -A good question asks about an important detail
  of the story.
• (Cohen, 1983)

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Group Alertness

• Definition
• Is what a teacher does to grab the attention of
  all the students in a group and keep it
  continuously focused on the learning activity.
• Kounin

40
Examples of Group Alertness

• Instead of telling students information, the
  teacher involves her students at every turn. As
  the students listen to the sounds in fan, they
  slid their hand from their shoulder to their
  elbow, then to their wrist and chorally chimed,
  /fff-aaa-nnn/. For rhymes, the students came up
  with the words themselves.
• During making words activities, the students
  manipulated their own set of letters as the
  teacher coached, Lets do tub. Listen to the
  middle sounds. Its not tab, its not tob. Its
  /ttt-uuu-bbb/. You need a letter for /u/.
• When the class couldnt answer a question about
  how a character had changed, the teacher
  suggested that they search the book for a clue
  instead of telling them the answer.

41
Work Smarter, Not Harder

• Do not commit
• assumicide!
• (A. Archer)

• A. Archer

42
102 Reflection Activity

• Record on your 102 reflection sheet the key
  ideas you want to remember about instructional
  planning.

43

• Instructional Delivery

44

• In order for active student engagement to occur,
  teachers need to delivery instruction effectively.

45
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.
46
Primary Components of Interactive Direct
Instruction

• Teacher - directed learning.
• Teacher serves as the instructional leader for
  students, actively selecting and directing or
  leading the learning activities.
• High levels of teacher-student interaction.
• Students spend their time interacting with the
  teacher either individually or as part of a group
  as opposed to spending most of their time in
  independent study or seatwork.

47
Interactive Direct Instruction Pattern of
Teaching

• Teacher checks previous days assignment.
• Teacher selects instructional goals and
  materials, and structures the learning activities
  for high levels of student engagement.
• Teacher actively teaches the process or concept
  through demonstrations and interactive
  discussions with students.
• Teacher assesses student progress through
  follow-up questions and/or practice exercises in
  which students have the opportunity to
  demonstrate their acquisition of knowledge or
  skills.
• Teacher provides immediate corrective feedback to
  student responses.
• Provide independent student practice of skill.
• Provide weekly and monthly reviews.

48
Zone of Proximal Development

• Definitions
• The distance between the actual developmental
  level as determined by independent problem
  solving and the level of potential development as
  determined through problem solving under adult
  guidance or collaboration with more capable
  peers.
• Vygotsky
• The area within which the student cannot proceed
  alone, but can proceed to learn when guided by a
  teacher or an expert peer who has demonstrated
  mastery of the skill.
• Rosenshine Meister

49
Zone of Proximal DevelopmentTeachers Role

• The teachers role is to assist the students in
  moving through the zone to become expert users of
  their new knowledge and skills.

50
Scaffolding

• Definition
• Temporary devices
  and procedures used
  by teachers to support
  students as they learn
  strategies.

51
Scaffolding LearningGradual Release of
Responsibility Model

• 1. 2. 3. 4.

• 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
• Teacher Modeling
• Guided Practice
• Independent Practice
• Application.

Teacher Responsibility
Student Responsibility
52
Tips for Effective Scaffolding

• Anticipate student errors
• Conduct teacher guided practice
• Provide feedback
• Recognize when it is appropriate to fade
  scaffolds

53
Types of Scaffolding

• Prompts specific devices that can be employed
  for learning an overall cognitive
  strategy-something that students can refer to for
  assistance while working on the larger task.
  (graphic organizers, cue cards, checklists)
• Think Alouds teachers direct modeling of the
  strategy, including self-talk, that enables
  students to begin experiencing the strategy as a
  authentic set of behaviors/actions that can be
  learned to used to their advantage.

54
Processing Strategy Tell-Help-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.

55
Tell-Help-Check Activity

• Name the pattern of teaching for interactive
  direct instruction.

56
Wait Time

• Slowing down the questioning pace can actually
  speed up the pace of learning.
• Pause for 3-5 seconds before calling on students
  to answer questions and before responding to
  their answers.
• Wait time during questioning results in
• Students asking more questions
• An increase in student to student interaction
• An increase in length and number of student
  responses
• Contributions from struggling readers
• A decreased need for management because all
  students are engaged
• The teacher asking more higher level questions
  and follow-up questions

57
Corrective Feedback Activity

Share a time with your partner when you received
feedback. What was the feedback?
58
Corrective Feedback is Crucial

• One of the chief benefits of active engagement
  is that it allows us to give corrective feedback.
  
• Characteristics of effective feedback
• Highly specific
• Descriptive
• Timely
• Ongoing
• Feedback is not praise, blame, approval, or
  disapproval. That is what evaluation is placing
  value. Feedback is value neutral. It describes
  what you did and did not do in terms of your
  goal. (intent vs. effect)

59
The Feedback Link

• Correction cant happen without feedback
• Feedback cant happen without monitoring
• Monitoring cant happen without student responses
  through active engagement

60
Conceptual Framework for Corrective Feedback
Explicit Instruction -Skill taught in a direct
manner -I do, we do, you do procedure -Correctiv
e 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
61
Time on Task

• Allocated Time
• Engaged Time
• Academic Learning Time
• Interruptions

62
Perky Pace

• Instructional time variance
• Transitions
• Momentum

63
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.
• 
  
• 
  Meyer Jones,
  1993

64
102 Reflection Activity

• Record on your 102 reflection sheet the key
  ideas you want to remember on instructional
  delivery.

65
Active Engagement Strategies
66
Examples of Active Engagement

• Instead of telling students information, the
  teacher involves her students at every turn. As
  the students listen to the sounds in fan, they
  slid their hand from their shoulder to their
  elbow, then to their wrist and chorally chimed,
  /fff-aaa-nnn/. For rhymes, the students came up
  with the words themselves.
• During making words activities, the students
  manipulated their own set of letters as the
  teacher coached, Lets do tub. Listen to the
  middle sounds. Its not tab, its not tob. Its
  /ttt-uuu-bbb/. You need a letter for /u/.
• When the class couldnt answer a question about
  how a character had changed, the teacher
  suggested that they search the book for a clue
  instead of telling them the answer.

67
Types of Student Responses

• Oral Group responses (choral)
• -students are looking at teacher
• -students are looking at their own text/paper
• Oral Partner responses
• -management look-lean-whisper
• -review content tell-help-check
• -brainstorm think-pair-share
• Oral Individual responses
• -Have students share answers with partners, then
  call on a student.
• -Ask a question, give silence signal, provide
  think time, then call on a student.

68
Types of Responses cont

• Individual responses (written)
• -keep short
• -turn paper/put pencil down to indicate
  completion
• -graphic organizers
• Physical responses
• -act out
• -hand signals/body movements
• -response cards

69
Response StrategySignal Cards

• A good place to start is with red, green, and
  yellow cards which have universal meaning.
• Students can signal
• Stop, Im lost! or Slow down, Im getting
  confused or Full steam ahead!
• One syllable, two syllables, three syllables
• Short vowel sound, long vowel sound
• Students signal their responses to questions,
  If you think it is a ___, signal 1. If you
  think
• Variation Thumbs up, thumbs down

70
Processing Strategy Clock Buddies

• Students are given a graphic with slots for ten
  to twelve appointments.
• At each slot, two students record each others
  name.
• Whenever the teacher announces a time for
  students to process learning, a partnership is
  identified and students meet with their partner.
• This sign in period takes about 4-5 min. and
  provides an efficient way for students to
  interact over weeks.

71
Phonemic Awareness Cognitive Strategy Bead
Counting

• Purpose
• To assist students in blending and segmenting
  phonemes.
• Process
• Make individual bead strings with six beads on a
  long cord.
• String the beads on the cord and tie a knot at
  the end.
• Call out a word card from a deck of word cards.
• Have students use their bead counters to count
  the number of phonemes in the word.
• Variation Stack unifix cubes, use bingo chips
  with Elkonin Boxes,
• Finger/body tapping, etc.

72
Phonics Cognitive Strategy Word Pockets

• Purpose
• To assist students in word building.
• Process
• Distribute word pockets and letter cards to
  students.
• Use large pocket chart to model word building
  procedure.
• Students build words using their letter cards and
  individual word
• pockets.

Letter cards
m, s, e, d, t

ee
s
d
73
Fluency Cognitive Strategy Choral Reading

• Purpose
• To build reading fluency and maximize the amount
  of reading done per student.
• Process
• The entire class reads one text completely and in
  unison.

74
Alternatives to Choral Reading

• Refrain
• One student reads most of the text, and the whole
  group chimes in to read key segments chorally.
• Line-a-Child
• Each student reads individually one or two lines
  of a text, usually from a rhyme or poem, and the
  whole group reads the final line or lines
  together.
• Antiphonal Reading
• Divide the class into groups and assign a section
  of a text to each group. Then have one of the
  groups read its section while the rest of the
  class read other sections, usually in chorus or
  refrain.
• Call and Response
• One student reads a line or two of a text and the
  rest of the class responds by repeating the lines
  or reading the next few lines or the refrain.

75
Vocabulary Cognitive Strategy List-Group-Label

• Purpose
• To active prior knowledge, stimulate thinking,
  and set a purpose for learning.
• Process
• The students start with an array of words and
  work to group them and then label the categories.
• Students discuss and compare their categories
  before reading and then confirm or revise their
  thoughts after reading.
• Students share out their categories to the larger
  group.
• The teacher may prepare the list of words for
  students to work with or give students the topic,
  have them brainstorm words that they associate
  with the topic, and work with that list.

76
Comprehension Cognitive StrategyAnticipation
Guide

• Teacher prepares several declarative statements
  about a topic.
• Before reading, students discuss the statements,
  agreeing or disagreeing with them and supporting
  their views with reasons.
• The teacher remains a neutral facilitator
  encouraging debate and asking probing questions
  that require students to think carefully about
  their views.
• After reading, students discuss the statements
  again, revising their responses in light of what
  they learned.

77
Sample Anticipation Guide

78
Review Strategy I Have the Question, Who Has the
Answer?

• Materials
• Two sets of index cards, one set contains
  questions related to the learned skill, the
  second set contains the answers.
• Hint To keep students engaged, prepare more
  answer cards than question cards.
• Process
• Distribute answer cards to students.
• Read one question card and say, The question is
  ___ Who has the answer?
• All students check their answer cards to see if
  they have the correct answer or a possible one.
  If a student thinks he/she has an answer, she
  stands and reads the answer.

79
Active Engagement Teaching Strategies

• Reciprocal Teaching (Palincsar Brown, 1989)
• Peer-Assisted Learning Strategies (PALS) (Fuchs
  et al., 1997)
• Classwide Peer Tutoring (CWPT) (Greenwood, Del
  quadri, Hall, 1989)
• Questioning the Author (QtA) (Beck et al., 1996)
• Skim, Question, Read, Recite, Review (SQ3R)

80
102 Reflection Activity

• Record on your 102 reflection sheet the key
  ideas you want to remember on active engagement
  strategies.

81
In Summary

• Studies on effective teachers have clearly
  established that interactive direct instruction
  is more effective in producing student
  achievement gains. Students learn best when the
  teacher is actively teaching and interacting with
  students.
• (AFT, 2001)
• Teacher knowledge and skill can make the
  difference between a student who is successful in
  school and one who is not.
• (Ferguson, 1991)
• What teachers know and can do makes the crucial
  difference in what children learn. Teaching is
  the most important element of successful
  learning.
• (Darling-Hammond, L.)

82
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